Grade-Level Expectations (Gle) Handbook

GRADE-LEVEL EXPECTATIONS (GLE) HANDBOOK

SOCIAL STUDIES GRADES 5–8

LOUISIANA DEPARTMENT OF EDUCATION

CECIL J. PICARD STATE SUPERINTENDENT OF EDUCATION

FEBRUARY 2004

BESE

LOUISIANA STATE BOARD OF ELEMENTARY AND SECONDARY EDUCATION

Mr. Paul Pastorek Mr. Walter Lee President 4th District Member-at-Large Ms. Polly Broussard Dr. James Stafford 6th District Vice-President 5th District Mr. Dale Bayard 7th District

Ms. Penny Dastugue Ms. Linda Johnson 1st District 8th District

Ms. Louella Givens Mr. Gerald Dill 2nd District Member-at-Large

Ms. Glenny Lee Buquet Ms. Leslie Jacobs 3rd District Member-at-Large

Ms. Weegie Peabody Executive Director

This public document was published at a total cost of $302,744. Fifty-six thousand eight hundred (56,800) copies of this public document were published at a cost of $302,744. The total cost of all printings of this document, including reprints, is $302,744. This document was published for the Louisiana Department of Education; Division of Student Standards and Assessments; Post Office Box 94064; Baton Rouge, Louisiana 70804-9064, by Data Recognition Corporation; 13490 Bass Lake Road; Maple Grove, Minnesota 55311, under the authority of R.S. 17:24.4. This material was printed in accordance with the standards for printing by state agencies established pursuant to R.S. 43:31. Printing of this material was purchased in accordance with the provisions of Title 43 of the Louisiana Revised Statutes.

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ACKNOWLEDGEMENTS

The following individuals were instrumental in the development of Louisiana’s Grade-Level Expectations.

ENGLISH LANGUAGE ARTS COMMITTEE MEMBERS

Walter Brown, Caddo Parish Beverly Criddle, Orleans Parish Dory Doud, Caddo Parish Beth Ferguson, Cameron Parish Debra Gant, Natchitoches Parish Brenda Green, Allen Parish Charyl Guidry, Jefferson Davis Parish Janis Hill, Ouachita Parish Alice Himel, Lafourche Parish Inez Jenkins, East Baton Rouge Parish Kristin Kaufman Patton, East Baton Rouge Parish Sandra LaBry, Lafayette Parish Sandra Landry, Jefferson Parish Sandra Miller, Caddo Parish Annette Norman, Calcasieu Parish Martha Patten, Bossier Parish Patricia Plauche, Lafayette Parish Cassie Puckett, Avoyelles Parish Nancy Romero, Lafayette Parish Cindy Rushing, Rapides Parish Karen Ryder, St. Landry Parish Rachel Sanders, Calcasieu Parish Rosemary Sanders, St. Charles Parish Ellen Schexnider, St. Tammany Parish Kelly Self, Rapides Parish Patti Trudell, Consortium for Education, Research and Technology Stacey Viator, Livingston Parish Martha Waldrop, Jefferson Parish Daneen Witty, West Baton Rouge Parish

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ACKNOWLEDGEMENTS

MATHEMATICS COMMITTEE MEMBERS

Christine Armand, Avoyelles Parish Tommy Awtry, Louisiana State University – Alexandria Denise Blume, St. Tammany Parish George Broussard, Lafourche Parish Mary Caballero, East Baton Rouge Parish Judith Cain, Lafayette Parish Robyn Carlin, Iberville Parish Michelle Fazio, Natchitoches Parish Pat Gilbert, Lafayette Parish Tena Golding, Southeastern Louisiana University Torrie Guzzetta, Vermilion Parish Theresa Hamilton, Natchitoches Parish Carolyn Hannum, Calcasieu Parish Gail Harvey, Avoyelles Parish Stacey Jamison, Caddo Parish Kathy Jordan-Noel, DeSoto Parish Davis Kieff, Lafourche Parish Michele Lewis, Ouachita Parish Ellen Marino, St. Tammany Parish Leigh Myers, Northwestern State University Emily Rash, City of Monroe Kathleen Ross, Jefferson Parish Louis Schultz, Sr., Southeastern Louisiana University Kim Shackelford, Ouachita Parish Sharon Thomas, Jefferson Parish Mary Thompson, Orleans Parish Margaretta Thornton, Calcasieu Parish Jean Ware, Caddo Parish Mattie White, Orleans Parish Tracey Winn, Calcasieu Parish

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ACKNOWLEDGEMENTS

SCIENCE COMMITTEE MEMBERS

Barbara Armfield, Delta Region Systemic Initiative Charlotte Bihm, St. Landry Parish Lawrence Blanchard, Jr., Orleans Parish Lula Boenig, Jefferson Davis Parish Michelle Brand-Buchanan, Rapides Parish Mary Alice Cain, Jefferson Parish Terri Colclough, Ascension Parish Tammie Cox, Ouachita Parish William Daniel, Bossier Parish Debbie Gauthier, LaSalle Parish Dana Gonzalez, Orleans Parish Janet Graff, Caddo Parish Norma Guillory, Calcasieu Parish Christa Haymon, Vernon Parish Terrie Johnson, Bossier Parrish Mia Kleinpeter, East Baton Rouge Parish Gary Kratzer, Calcasieu Parish Errol LaBorde, Avoyelles Parish LuLu Martin, Caddo Parish Starr Paul, East Baton Rouge Parish Laura Ponder, Natchitoches Parish Heidi Rhea, Tangipahoa Parish Donna Rigsby, Beauregard Parish Royal Shelton, Orleans Parish Joyce Tate, City of Monroe Ranell Troxler, St. Charles Parish Pauline Vidrine, St. Landry Parish Patricia Watts, University of Louisiana-Monroe Erica Wells, East Baton Rouge Parish Gene Winegeart, Bossier Parish

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ACKNOWLEDGEMENTS

SOCIAL STUDIES COMMITTEE MEMBERS

Martha Antoine, Iberia Parish Carol Aucoin, Assumption Parish Lauren Avery, Ascension Parish Janel Bourgeois, Assumption Parish Anna Maria Brodie, Iberia Parish Sarah Burton, Caddo Parish Jill Crain, Calcasieu Parish Judd Dupuy, Avoyelles Parish Paula Foret, Iberia Parish Amy Graham, Bossier Parish June Griffin, Orleans Parish Angela Guillory-Cassimere, St. Landry Parish Demetria Jones, Orleans Parish Donna Mancuso, Calcasieu Parish Elizabeth Manning, Lincoln Parish Jennifer Mixon, Avoyelles Parish Ben Necaise, West Feliciana Parish Paulette Parker, Ascension Parish Lesia Rawls, Washington Parish Cathy Seymour, Northwestern State University Pinelle Spain, Calcasieu Parish Glen Sutherland, St. Tammany Parish Jane Texada, Rapides Parish Ann Trappey, Tangipahoa Parish Mary Webb Green, Jefferson Parish Steve Westbrook, Ascension Parish Bonita Williams, Vernon Parish Ginger Williams, Caddo Parish

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ACKNOWLEDGEMENTS

NATIONAL CONSULTANTS

John A. Dossey, Mathematics Distinguished University Professor of Mathematics Emeritus Illinois State University

Linda Farrell, English Language Arts Reading Street, LLC Alexandria, VA

Daniel W. Gregg, Social Studies Connecticut State Department of Education

Susan Hall, English Language Arts Independent Reading Consultant

Jerry Horn, Science The Evaluation Center Western Michigan University

Billie M. Kapp, Social Studies Connecticut Geographic Alliance

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ACKNOWLEDGEMENTS

EXTERNAL REVIEWERS

Arthur Halbrook, Coordinator Council of Chief State School Officers

English Language Arts Clarence Bina, North Dakota Kathleen (Katie) Forbrich, Maryland Ellen Last, Wisconsin

Mathematics Douglas A. Grouws, Iowa Mary Lindquist, Georgia Carole White, Delaware

Science Jon Pederson, Oklahoma Joanne Vazquex, Arizona Jim Woodland, Nebraska

Social Studies Fred Czarra, Maryland Joann Pruett, Delaware Robert “Bob” Jarvis, Maryland

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ACKNOWLEDGEMENTS

LOUISIANA DEPARTMENT OF EDUCATION

Cecil J. Picard State Superintendent of Education

Rodney Watson Assistant Superintendent Office of Student and School Performance

Scott Norton Division Director Student Standards and Assessments

Nancy Beben, Section Supervisor Secondary Standards

Mary Louise Jones, Section Supervisor Elementary Standards

Claudia Davis, Section Supervisor Assessment Development and Support

Fen Chou, Education Research Analyst Manager Assessment Research and Technology

Carolyn Sessions, GLE Project Director Student Standards and Assessment

Chris Parmentier, Educational Technology Specialist Assessment Research and Technology

Meg Casper Public Relations Coordinator

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ACKNOWLEDGEMENTS

DIVISION OF STUDENT STANDARDS AND ASSESSMENTS COMMITTEE COORDINATORS

Nancy Beben, Mathematics Nikki Bray-Clark, Social Studies Anne Campbell, Social Studies Sharon Compton, Mathematics Susannah Craig, Science Allison Cruz-Mitchell, Social Studies Patrick Dobard, Social Studies David Hopkins, Mathematics Joni Lacy, English Language Arts Jean May-Brett, Science Donna Garrett Moore, English Language Arts Taylor Powers, English Language Arts Marybeth Ridgel, Science Jan Sibley, Mathematics Ivy Starns, English Language Arts Beth Strange, English Language Arts Ann Wilson, Science

LOUISIANA DEPARTMENT OF EDUCATION COMMITTEE AD HOC ADVISORS

Ivy Alford, Professional Development Anne Clouatre, Special Populations Betsy Delahaye, Reading D’Lacie Edwards, Reading Chris Frugé, Legal Jane Grove, Reading Nicole J. Honoré, Technology Kathy Mouton, Professional Development Kartina Roberts, Reading Keisha Thomas, Reading Ugena Whitlock, Professional Development

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ACKNOWLEDGEMENTS

LOUISIANA SYSTEMIC INITIATIVE COMMITTEE AD HOC ADVISORS

Faimon A. Roberts II, Science Lynne D. Tullos, Mathematics

DATA RECOGNITION CORPORATION

Patricia Porter, Project Director Donniel Johnson, Assistant Project Director Patricia McDivitt, Lead Content Specialist Anne Kirpes, English Language Arts Consultant Alice Golden, English Language Arts Consultant Christi Dennis, Social Studies Consultant Todd Werner, Mathematics Consultant Roy Merritt, Science Consultant Marilyn Cook, Assessment Consultant

RESOURCES FOR LEARNING

Linda Wurzbach, President Tracy Laughlin, Project Manager Amy Guadagnoli, Creative Media Specialist Lauren Sartain, Research Assistant Amy Buller, Senior Project Director

DNA CREATIVE SERVICES

David Cardwell, Videographer

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GRADE-LEVEL EXPECTATIONS HANDBOOK OVERVIEW

INTRODUCTION

In 1997, rigorous K–12 content standards were approved for mathematics, English language arts, science, social studies, foreign languages, and the arts. In conjunction with the development of these content standards, the Louisiana Department of Education (LDE) developed standards-based tests in English language arts, mathematics, science and social studies for grades 4, 8, 10, and 11. These tests have served as the basis for Louisiana’s School and District Accountability System for several years. The development of Grade-Level Expectations (GLEs) in 2003 in English language arts, mathematics, science and social studies was a continuation of Louisiana’s effort to expand and extend the content standards. GLEs identify what all students should know or be able to do by the end of a given grade level from prekindergarten through grade 12 in these four content areas.

PURPOSES OF THE GLE HANDBOOKS

The Louisiana Grade-Level Expectations handbooks include grade-specific information about the GLEs. Each handbook includes introductory information for each content area contained within the handbook, a glossary, and tables that map the relationship between the standards and/or strands, benchmarks, and GLEs. Each handbook also correlates with one of fourteen GLE posters.

GRADE-LEVEL EXPECTATIONS DEVELOPMENT GUIDELINES

Each grade-level expectation is meant to further define a content standard and benchmark(s). There is a progression of specificity; the standards represent broad statements, benchmarks are more specific, and GLEs provide the most detail. Grade-level expectations have been developed from prekindergarten through grade 12.

GLEs do not represent the entire curriculum for a given grade or course. Rather, they represent the core content that should be mastered by the end of a given year by all students. For mastery to be achieved at a given level, it may be necessary for those skills to be introduced at an earlier grade. Similarly, skills will need to be maintained after mastery has occurred.

The GLEs were developed with the following goals in mind:

• to articulate learning from PreK–12

• to be appropriate for the developmental or grade level of students

• to move from the concrete to the abstract

• to attend to prerequisite skills and understandings

• to be specific, but not so specific as to be too small in “grain size” compared with other GLEs for a particular content area

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GRADE-LEVEL EXPECTATIONS HANDBOOK OVERVIEW

The GLEs were developed with an effort to avoid including:

• statements of curricular activities or instructional strategies

• value-laden concepts and understandings

SUMMARY OF GLE DEVELOPMENT PROCESS

In December 2002, the LDE selected Data Recognition Corporation (DRC) as the contractor for the Grade- Level Expectations Project. The steps in the process of developing the Grade-Level Expectations for English language arts, mathematics, science, and social studies are described below.

1. Identifying National Consultants. National consultants representing each content area were selected to provide a national perspective to the GLE project and to assist the LDE and DRC with various steps in the GLE development process.

2. Conducting Teacher Committee Meetings. In March and April of 2003, content-area development committees, comprised of approximately 120 Louisiana classroom teachers, administrators, special populations teachers, and resource teachers chosen for their knowledge of standards and curriculum, were convened to assist with the development of the GLEs for English language arts, mathematics, science, and social studies.

3. Completing Initial drafts. The draft GLEs for the four content areas were completed and prepared for further review.

4. Convening Focus Groups. Two eighty-member groups of educators, nominated by their districts, reviewed the draft GLEs for horizontal and vertical alignments with the standards for English language arts, mathematics, science, and social studies and provided additional input on these initial drafts to the LDE.

5. Conducting an Online/Electronic Public Review. An online/electronic public review and feedback system was developed for the GLEs and made available on the LDE Web site. The purpose of this review was to solicit a broad range of feedback on the GLEs from parents, teachers, and other stakeholders.

6. Completing an External Review. With assistance from the staff of the Council of Chief State School Officers (CCSSO), twelve content specialists (three per content area) from other states or from universities or educational organizations across the nation were invited to serve on the review committee. In addition, the LDE also invited the national consultants from each content area to participate in the review meeting to answer questions about the development of the GLEs. External review committee members reviewed the GLE documents prior to the meetings, met with national consultants and LDE staff, and provided specific feedback on the GLEs via a written report.

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GRADE-LEVEL EXPECTATIONS HANDBOOK OVERVIEW

7. Conducting Final Committee Meeting. The public comments and suggestions from the online public review were tabulated, and the additional comments and feedback from the external review committee meeting were compiled for sharing with committee members during the third and final GLE development committee meeting. The outcome of the third meeting of content-area committees consisted of suggestions for final edits that would be incorporated into the documents for presentation to the Louisiana State Board of Elementary and Secondary Education.

8. Obtaining SBESE Board Approval of the GLEs. In October 2003, the LDE staff presented the GLEs to the Louisiana State Board of Elementary and Secondary Education for review and approval.

9. Conducting Preworkshops and GLE Awareness Workshops. Two preworkshops for district supervisors in early December 2003 and fifteen GLE awareness workshops for local school personnel in late January 2004 have been conducted to inform educators about the grade-level expectations and their future role as it relates to curriculum and assessment

CONCLUSION

Louisiana’s content standards and benchmarks have guided the Louisiana education reform program for several years. As an extension of the content standards and benchmarks, the GLEs provide a link among instruction, curriculum, and assessment. The primary goal is a common understanding among parents, students, teachers, and the general public about what is expected of Louisiana students as they progress from grade to grade.

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INTRODUCTION ELEMENTARY: PREKINDERGARTEN–GRADE 4

Grade-Level Expectations (GLEs) for social studies further define the Prekindergarten and kindergarten students focus on identifying and knowledge and skills students are expected to master by the end of each understanding their roles as members of their families, class, grade level or high school course. The GLEs for each grade are school, community, nation, and the world. The first grade focus is developmentally appropriate, with foundational concepts being introduced on the study of the school community, family, and the local in prekindergarten and expanded as students move from one grade to the community. Second grade focuses on the local community. Third next. grade GLEs focus on the state of Louisiana, and fourth grade on the United States. The GLEs for Geography, Civics, Economics, Social studies concepts are arranged to build the knowledge and skills and History are generally linked to the overall focus for each students will need to meet the benchmarks. For example, the foundation grade, although some social studies concepts of culture, geographic needed to achieve the K-4 benchmark, “demonstrating how economic location, and trade are addressed from a global perspective. The wants affect decisions about using goods and services,” is laid beginning changing focus from grade to grade reflects and reinforces in PreK with the GLE, “demonstrate an awareness of the uses of money in students’ broadening perspective of the world around them as they play activities.” In each subsequent elementary grade, there are GLEs that move through elementary school. build on this foundational economic concept. Knowledge and skills related to economic decisions continue to build in middle school; in high school, MIDDLE SCHOOL: GRADES 5–8 students then are expected to “identify factors that drive economic decisions (e.g., incentives, benefits, costs, trade-offs, consequences).” In middle school, the GLEs reflect a shift from the elementary school concentration on the foundations of social studies to a more In addition to the goal of building knowledge and skills across the grades, in-depth study of different social studies strands, historical eras, the GLEs are organized so that each elementary and middle school grade and geographical areas. Each grade has a primary has a particular focus. High school GLEs are organized around core historical/geographic focus. The fifth grade focus is on the early content courses. history of America from the historical beginnings to approximately 1763. In the sixth grade, the primary focus is on World History, from the earliest human activity to 1500. The seventh grade GLEs focus on U.S. History from the American Revolution through Reconstruction, while eighth grade focuses on Louisiana History through the present.

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Each middle school grade also has a secondary focus. In fifth and sixth HIGH SCHOOL: GRADES 9–12 grades, the secondary focus is Geography. At these grades, students continue to broaden their perspective of the world through the study of The GLEs for high school were developed around five core Geography and to develop the geographic concepts that will be applied in courses in high school social studies to provide students more in- the study of History at succeeding grades. In seventh grade, the secondary depth study of each social studies strand: Geography (Core Course: focus is Civics, as early U.S. History provides a rich context for the study World Geography), Civics (Core Course: Civics), Economics of government. The secondary focus for eighth grade is Economics, in part (Core Course: Free Enterprise); and History (Core Courses: World because many of the economic concepts in the benchmarks are more History—since 1500 and U.S. History—since 1877). Students are developmentally appropriate for eighth graders than for younger students. expected to build on the knowledge and skills mastered at earlier Additionally, the primary eighth grade focus on Louisiana provides grades in order to meet the high school GLEs and benchmarks. For students a familiar context for applying and understanding economic example, in U.S. History—since 1877, students use what they concepts. learned in seventh grade U.S. History as a basis for their understanding and analysis of later history. Additionally, students’ It is important to note that while each grade has a primary and a secondary foundational knowledge and skills in Geography, Civics, and focus, students are expected to apply their knowledge and skills from other Economics are applied in the U.S. History GLEs. strands in their study of History. For example, previously mastered economic concepts, such as scarcity and interdependence, are embedded HISTORICAL THINKING SKILLS in seventh grade U.S. History GLEs that address the issues of mercantilism, tariffs, and sectionalism. Similarly, Geography skills There is a set of unifying GLEs related to historical thinking skills mastered at fifth and sixth grades are reinforced and applied at all (substrand A of the History strand) present in every grade from succeeding grades. prekindergarten through eighth grade, and in the two high school History courses. These historical thinking skills build throughout the grades, asking students to progress from concrete skills (e.g., understanding relative chronology) to complex analytical skills (e.g., analyzing historical periods, change and continuity). These skills are embedded and applied meaningfully throughout the study of social studies and are not mastered in isolation.

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STANDARDS/BENCHMARKS/GLES Benchmark Codes: Benchmarks codes have 3 parts. The first part identifies the strand (i.e., Geography, Civics, Economics, History). Codes at the end of each GLE are used to identify a developmental profile The second part gives the standard number and substrand. The indicator from the Louisiana Standards for Programs Serving Four-Year- third part indicates the grade cluster and benchmark number. Old Children (Table 1) and/or benchmarks from the Louisiana Social Studies Content Standards (Table 2). A GLE may apply to more than one Table 2. Explanation of Benchmark Codes benchmark, and as a result, a GLE may have more than one code. Code(s) Explanation Developmental Profile Indicator Codes: The first part is always PK, G-1A-E1 Geography, Standard 1, Substrand A, Elementary, which means prekindergarten. The second part indicates the domain and Benchmark 1 content area (i.e., Cognitive Social Studies). The third part indicates the C-1B-E2 Civics, Standard 1, Substrand B, Elementary, skill area (i.e., Geography, Civics, Economics, History) and skill number Benchmark 2 (e.g., 1, 2). E-1C-M2 Economics, Standard 1, Substrand C, Middle Table 1. Explanation of Developmental Profile Indicator Codes School, Benchmark 2 H-1C-H3 History, Standard 1, Substrand C, High School, Code(s) Explanation Benchmark 3 PK-CSS-G3 Prekindergarten, Cognitive Social Studies, Geography, Skill 3 PK-CSS-C1 Prekindergarten, Cognitive Social Studies, Civics, Skill 1 PK-CSS-E1 Prekindergarten, Cognitive Social Studies, Economics, Skill 1 PK-CSS-H1 Prekindergarten, Cognitive Social Studies, History, Skill 1

GLE Handbook Page 16 February 2004 FIFTH GRADE INTRODUCTION

Fifth Grade The Grade-Level Expectations (GLEs) for grade 5 reflect the shift from the elementary school focus on the foundations of social studies to a more in-depth focus on various social studies strands and historical eras at each grade in middle school. In Grade 5, the GLEs center on early American history, from the historical beginnings of peoples in the Americas to the rising tensions between American colonists and the British up to 1763. Students learn about peoples and cultures in the Americas prior to European exploration, as well as the causes and course of European exploration and settlement of the New World, with particular focus on the thirteen American colonies. Students continue to build on the historical thinking skills acquired in earlier grades by applying such concepts as cause and effect and point of view when learning about early American history. Geography is the secondary focus of grade 5. More advanced map skills are expected, and students are expected to acquire and use geographic information and concepts in their study of early America and how the United States developed. While Economics and Civics concepts are imbedded in the GLEs, these two social studies strands receive greater attention in grades 7 and 8.

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Strand/ Standard

Substrand

Grade-Level Benchmarks Expectations (GLEs)

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FIFTH GRADE

SOCIAL STUDIES

Geography—Physical and Cultural Systems: Students develop a spatial understanding of Earth’s surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. A. The World in Spatial Terms Benchmarks Grade-Level Expectations G-1A-M1: identifying and describing the characteristics, 1. Describe the characteristics, functions, and applications of various types of maps (G- functions, and applications of various types of maps and other 1A-M1) geographic representations, tools, and technologies 2. Compare the uses of different types of maps, including two different types of maps of the same area (G-1A-M1) G-1A-M2: interpreting and developing maps, globes, graphs, 3. Interpret a map, using a map key/legend and symbols, distance scale, compass rose, charts, models, and databases to analyze spatial distributions cardinal or intermediate directions, and latitude and longitude (G-1A-M2) and patterns 4. Locate major landforms and geographic features, places, and bodies of water/waterways on a map of the United States (G-1A-M2) G-1A-M3: organizing and displaying information about the 5. Translate a mental map into sketch form to illustrate relative location, size, and location of geographic features and places by using mental distances between places (G-1A-M3) mapping skills B. Places and Regions G-1B-M1: explaining and analyzing both the physical and 6. Describe types of settlements and patterns of land use in Colonial America and human phenomena associated with specific places, including suggest reasons for locations of cities and settlements (G-1B-M1) precipitation and settlement patterns G-1B-M2: identifying and describing significant physical 7. Identify ways in which location and physical features influence the development or features that have influenced historical events life in a region of the United States (e.g., effects of natural barriers) (G-1B-M2)

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G-1B-M3: identifying criteria used to define regions and 8. Identify physical or other criteria used to define regions and apply criteria to explaining how and why regions change distinguish one region from another in the United States (G-1B-M3) G-1B-M4: describing and explaining how personal interests, 9. Explain ways in which goals, cultures, interests, inventions, and technological culture, and technology affect people’s perceptions and uses of advances affected perceptions and uses of places or regions in Colonial America (G- places and regions 1B-M4) C. Physical and Human Systems G-1C-M1: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment G-1C-M2: identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region G-1C-M3: describing the characteristics and patterns of 10. Describe the influence of location and physical setting on the founding of the human settlement in different regions of the world and original thirteen colonies (G-1C-M3) analyzing the impact of urbanization G-1C-M4: analyzing types, patterns, and effects of human 11. Explain the reasons why Europeans chose to explore and colonize the world migration over time (G-1C-M4) G-1C-M5: tracing local and worldwide patterns of cultural diffusion and analyzing their causes and effects G-1C-M6: comparing historical and contemporary patterns of 12. Describe the economic interdependence among the thirteen American colonies economic interdependence (G-1C-M6) G-1C-M7: explaining how cooperation and conflict among 13. Explain how geographic differences and similarities among the thirteen American people contribute to the political divisions on Earth’s surface colonies contributed to political cooperation and conflict (G-1C-M7) D. Environment and Society G-1D-M1: analyzing and evaluating the effects of human 14. Describe the impact of human action on the physical environment of early America actions upon the physical environment (G-1D-M1)

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G-1D-M2: explaining and giving examples of how 15. Explain and give examples of how Native Americans and Europeans adapted to characteristics of different physical environments affect human living in a particular North American physical environment (G-1D-M2) activities G-1D-M3: analyzing the worldwide distribution and 16. Identify the natural resources used by people in the United States (G-1D-M3) utilization of natural resources G-1D-M4: identifying problems that relate to contemporary geographic issues and researching possible solutions

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C-1A-M6: identifying government leaders and representatives at the local, state, and national levels and explaining their powers and the limits on their powers C-1A-M7: explaining the importance of law in the American constitutional system and applying criteria to evaluate rules and laws C-1A-M8: explaining how public policy is formed, debated, and carried out at local, state, and national levels C-1A-M9: explaining the necessity of taxes and describing the purposes for which tax revenues are used C-1A-M10: identifying and evaluating different types of taxes B. Foundations of the American Political System There are no Grade-Level Expectations for Benchmarks in Grade 5 for this substrand. C. International Relationships There are no Grade-Level Expectations for Benchmarks in Grade 5 for this substrand. D. Roles of the Citizen There are no Grade-Level Expectations for Benchmarks in Grade 5 for this substrand.

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Economics—Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world. A. Fundamental Economic Concepts Benchmarks Grade-Level Expectations E-1A-M1: describing how the scarcity of resources necessitates decision making at both personal and societal levels E-1A-M2: analyzing consequences of economic decisions in terms of additional benefits and additional costs E-1A-M3: analyzing the consequences and opportunity cost of economic decisions E-1A-M4: analyzing the role of specialization in the economic process E-1A-M5: giving examples of how skills and knowledge increase productivity and career opportunities E-1A-M6: describing the essential differences in the production and allocation of goods and services in traditional, command, and market systems E-1A-M7: describing the various institutions, such as business firms and government agencies, that make up economic systems E-1A-M8: differentiating among various forms of exchange and money

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E-1A-M9: using economic concepts to help explain historic 18. Describe economic activities within and among American Indian cultures prior to and contemporary events and developments contact with Europeans (E-1A-M9) 19. Use economic concepts (e.g., supply and demand, scarcity, interdependence) to identify the economic motivations for European exploration and settlement in the Americas (E-1A-M9) B. Individuals, Households, Businesses, and Governments There are no Grade-Level Expectations for Benchmarks in Grade 5 for this substrand. C. The Economy as a Whole There are no Grade-Level Expectations for Benchmarks in Grade 5 for this substrand.

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H-1A-M4: analyzing historical data using primary and 24. Use both a primary and secondary source to describe key events or issues in early secondary sources American history (H-1A-M4) H-1A-M5: identifying issues and problems from the past and 25. Identify historical issues or problems in early America and explain how they were evaluating alternative courses of action addressed (H-1A-M5) H-1A-M6: conducting research in efforts to answer historical 26. Conduct historical research using a variety of resources to answer historical questions questions related to early American history (H-1A-M6) B. United States History H-1B-M1: identifying and describing characteristics of 27. Identify and describe indigenous cultures and groups that existed in the Americas at societies in the Americas, Western Europe, and Western Africa the beginning of European exploration (H-1B-M1) that increasingly interacted after 1450 28. Describe the trade that connected the Americas, Western Europe, and Western Africa prior to 1620, including the origins of the West Africa-European trade connection (H-1B-M1) 29. Compare and contrast Africans, Europeans, and Native Americans converging in the Western Hemisphere after 1492 (H-1B-M1) H-1B-M2: explaining the cultural, ecological, and economic 30. Explain that cultures change through cultural diffusion, invention, and innovation results of early European exploration and colonization (H-1B-M2) 31. Describe major early explorations and explorers and their reasons for exploration (H- 1B-M2) 32. Describe the Spanish conquests in the Americas including the impact on the Aztecs, Incas, and other indigenous peoples (H-1B-M2) 33. Explain the course and consequences of the Columbian Exchange, including its cultural, ecological, and economic impact on Europe, the Americas, and West Africa (H-1B-M2)

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H-1B-M3: describing the interactions among Native 34. Describe the arrival of Africans in the European colonies in the seventeenth century Americans, early Europeans, and Africans in the Americas and the increase in the importation of slaves in the eighteenth century (H-1B-M3) 35. Explain the societal impact of the immersion of Africans in the Americas (H-1B-M3) 36. Identify instances of both cooperation and conflict between Indians and European settlers (H-1B-M3) H-1B-M4: tracing the emergence of religious freedom and 37. Describe and compare the various religious groups in colonial America and the role changing political institutions in the English colonies of religion in colonial communities (H-1B-M4) H-1B-M5: analyzing the impact of European cultural, 38. Describe the political, social, and economic organization and structure of the thirteen political, and economic ideas and institutions on life in the British colonies that became the United States (H-1B-M5) Americas 39. Describe reflections of European culture, politics, and institutions in American life (H-1B-M5) 40. Explain why some colonists felt loyal to England due to their cultural, political, and economic ties to their homeland (H-1B-M5) H-1B-M6: explaining the causes and course of the American Revolution and the reasons for the American victory H-1B-M7: explaining the impact of the American Revolution on the politics, society, and economy of the new nation H-1B-M8: relating the institutions and practices of government established during and after the American Revolution to the foundation of the American political system H-1B-M9: describing the territorial expansion of the United States and analyzing the effects on relations with Native Americans and external powers H-1B-M10: analyzing the changes and regional tensions created by Jacksonian democracy, the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement

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H-1B-M11: explaining and giving examples of the reform movements that occurred during the antebellum period and evaluating their impact on American society H-1B-M12: describing the causes and course of the Civil War and examining the impact of the war on the American people H-1B-M13: comparing and evaluating various reconstruction plans of the post-Civil War era H-1B-M14: describing the impact of industrialization in the United States H-1B-M15: describing the significant economic, political, social, and cultural changes that have occurred in the United States during the 20th century H-1B-M16: identifying the causes and consequences of major world conflicts involving the United States H-1B-M17: describing the impact of the Great Depression and World War II on American society H-1B-M18: discussing significant developments and issues in contemporary United States history C. World History H-1C-M1: describing the earliest human communities H-1C-M2: explaining the emergence of agricultural societies around the world H-1C-M3: identifying the major characteristics of early civilizations in Mesopotamia, Egypt, and the Indus valley H-1C-M4: tracing the development and expansion of agricultural societies and the emergence of new states H-1C-M5: analyzing the political, social, and cultural consequences of population movements and militarization in Europe and Asia

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H-1C-M6: discussing and giving examples of technological and cultural innovation and change H-1C-M7: describing the classical civilizations and examining their interactions and influences H-1C-M8: describing and comparing the emergence of major religions and large-scale empires in the Mediterranean basin, China, and India H-1C-M9: tracing the expansion of major religions and cultural traditions and examining the impact on civilizations in Europe, Asia, and Africa H-1C-M10: analyzing the political, social, and cultural developments and changes that resulted from the rise and fall of empires and kingdoms in Europe, Asia, Africa, and the Americas H-1C-M11: analyzing the cultural and economic impact of the interregional system of communication and trade that developed among the peoples of Europe, Asia, and Africa H-1C-M12: explaining the developments and events that led to the political, social, cultural, and economic transformation of Europe H-1C-M13: describing the development and expansion of 41. Describe the origins, characteristics, and expansion of ancient American empires complex societies and empires in the Americas (e.g., Inca, Maya) and complex societies in the Americas (e.g., Aztec) (H-1C-M13) H-1C-M14: explaining the political, cultural, and economic developments and trends of major world regions that resulted in the transformation of societies in the 15th through the mid- 18th centuries H-1C-M15: determining and discussing the impact of the political, agricultural, and industrial revolutions on societies around the world

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H-1C-M16: describing the transformation of world societies that occurred during an era of global trade and Western domination H-1C-M17: identifying the causes and worldwide consequences of major 20th century conflicts H-1C-M18: identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world D. Louisiana History There are no Grade-Level Expectations for Benchmarks in Grade 5 for this substrand.

GLE Handbook Page 29 February 2004 SIXTH GRADE INTRODUCTION

Sixth Grade The Grade-Level Expectations for grade 6 focus on a comprehensive study of World History from the beginnings of human activity through the fifteenth century and the period of intensified hemispheric interaction. Students learn about the rise of agriculture and early civilizations, the accomplishments and influence of such classical civilizations as Greece and the Roman Empire, the elements and spread of major religions, and the influences that led to the Renaissance, Reformation, and the Age of Exploration. Students continue to employ historical thinking skills in understanding and analyzing World History. The study of World History is integrally linked with the secondary focus of geography at grade 6. Students are expected to use geographic information, tools, and concepts in learning about human settlement and migration, cultural diffusion, the effect of the physical environment on human activity, and the distribution and role of natural resources in world history. Students are also expected to apply Economics concepts throughout their study of world history, while Civics concepts are specifically addressed in their study of ancient Greece and the Roman Empire.

GLE Handbook Page 30 February 2004 STANDARDS, BENCHMARKS, AND GRADE-LEVEL EXPECTATIONS

SIXTH GRADE

SOCIAL STUDIES

Geography—Physical and Cultural Systems: Students develop a spatial understanding of Earth’s surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. A. The World in Spatial Terms Benchmarks Grade-Level Expectations G-1A-M1: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies G-1A-M2: interpreting and developing maps, globes, graphs, 1. Use latitude and longitude to determine direction or locate or compare points on a charts, models, and databases to analyze spatial distributions map or representation of a globe (G-1A-M2) and patterns G-1A-M3: organizing and displaying information about the location of geographic features and places by using mental mapping skills B. Places and Regions G-1B-M1: explaining and analyzing both the physical and 2. Identify land and climatic conditions conducive to human settlement in regions of human phenomena associated with specific places, including the world and describe the role of these conditions (G-1B-M1) precipitation and settlement patterns G-1B-M2: identifying and describing significant physical 3. Identify physical features that influenced world historical events and describe their features that have influenced historical events influence (e.g., the Nile and Tigris-Euphrates as “cradles of civilization”) (G-1B-M2) G-1B-M3: identifying criteria used to define regions and explaining how and why regions change

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G-1B-M4: describing and explaining how personal interests, 4. Explain ways in which goals, cultures, interests, inventions, and technological culture, and technology affect people’s perceptions and uses of advances have affected people’s perceptions and uses of places or regions in world places and regions history (G-1B-M4) C. Physical and Human Systems G-1C-M1: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment G-1C-M2: identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region G-1C-M3: describing the characteristics and patterns of human settlement in different regions of the world and analyzing the impact of urbanization G-1C-M4: analyzing types, patterns, and effects of human 5. Explain reasons for different patterns of migration among early peoples (G-1C-M4) migration over time G-1C-M5: tracing local and worldwide patterns of cultural 6. Explain factors or events that have facilitated cultural diffusion (e.g., the Silk Road, diffusion and analyzing their causes and effects Crusades) (G-1C-M5) G-1C-M6: comparing historical and contemporary patterns of 7. Describe the economic interdependence among various ancient civilizations economic interdependence (G-1C-M6) G-1C-M7: explaining how cooperation and conflict among 8. Explain how ancient civilizations established and maintained political boundaries people contribute to the political divisions on Earth’s surface (G-1C-M7) D. Environment and Society G-1D-M1: analyzing and evaluating the effects of human actions upon the physical environment G-1D-M2: explaining and giving examples of how 9. Explain how different physical environments affected human activity in ancient characteristics of different physical environments affect human civilizations (G-1D-M2) activities

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G-1D-M3: analyzing the worldwide distribution and 10. Analyze world or regional distribution of natural resources in terms of the need to utilization of natural resources import or the capacity to export (G-1D-M3) G-1D-M4: identifying problems that relate to contemporary geographic issues and researching possible solutions

Civics—Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship. A. Structure and Purposes of Government There are no Grade-Level Expectations for Benchmarks in Grade Six for this substrand. B. Foundations of the American Political System C-1B-M1: explaining the essential ideas and historical origins 11. Identify the essential elements of Greek and Roman government that would later of American constitutional government; influence the U.S. government (C-1B-M1) C-1B-M2: identifying and describing the historical experiences and the geographic, social, and economic factors that have helped to shape American political culture C-1B-M3: explaining the meaning and importance of basic principles of American constitutional democracy as reflected in core documents C-1B-M4: analyzing the ways in which political and social conflict can be peacefully resolved C-1B-M5: analyzing democratic processes used to institute change C-1B-M6: analyzing the importance of political parties, campaigns, and elections in the American political system

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C. International Relationships There are no Grade-Level Expectations for Benchmarks in Grade Six for this substrand. D. Roles of the Citizen There are no Grade-Level Expectations for Benchmarks in Grade Six for this substrand.

Economics—Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world. A. Fundamental Economic Concepts Benchmarks Grade-Level Expectations E-1A-M1: describing how the scarcity of resources necessitates decision making at both personal and societal levels E-1A-M2: analyzing consequences of economic decisions in terms of additional benefits and additional costs E-1A-M3: analyzing the consequences and opportunity cost of economic decisions E-1A-M4: analyzing the role of specialization in the economic 12. Explain the role of expanding specialization in the development of world process civilizations (E-1A-M4) E-1A-M5: giving examples of how skills and knowledge increase productivity and career opportunities E-1A-M6: describing the essential differences in the production and allocation of goods and services in traditional, command, and market systems

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E-1A-M7: describing the various institutions, such as business firms and government agencies, that make up economic systems E-1A-M8: differentiating among various forms of exchange 13. Identify the functions and characteristics of money (e.g., money as a store of value) and money and compare barter exchange to money exchange (E-1A-M8) E-1A-M9: using economic concepts to help explain historic 14. Use economic concepts (e.g., supply and demand, interdependence) to describe the and contemporary events and developments economic motivations for expanding trade and territorial domination in world history (E-1A-M9) B. Individuals, Households, Businesses, and Governments There are no Grade-Level Expectations for Benchmarks in Grade Six for this substrand. C. The Economy as a Whole There are no Grade-Level Expectations for Benchmarks in Grade Six for this substrand.

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H-1A-M3: analyzing the impact that specific individuals, 18. Describe the causes, effects, or impact of a given historical development or event in ideas, events, and decisions had on the course of history world civilizations (H-1A-M3) H-1A-M4: analyzing historical data using primary and 19. Use multiple primary and secondary sources to describe world civilizations secondary sources (H-1A-M4) H-1A-M5: identifying issues and problems from the past and 20. Identify historical issues or problems in world civilizations and discuss how they evaluating alternative courses of action were addressed (H-1A-M5) H-1A-M6: conducting research in efforts to answer historical 21. Conduct historical research using a variety of resources to answer historical questions questions related to world civilizations (H-1A-M6) B. United States History There are no Grade-Level Expectations for Benchmarks in Grade Six for this substrand. C. World History H-1C-M1: describing the earliest human communities 22. Describe features of the earliest communities (e.g., shelter, food, clothing) (H-1C-M1) 23. Describe hunter-gatherer societies, including the development of tools and the use of fire (H-1C-M1) H-1C-M2: explaining the emergence of agricultural societies 24. Explain how geographical features influenced development of early civilizations around the world (e.g., domestication, cultivation, specialization) (H-1C-M2) 25. Explain why agricultural societies developed from hunters and gatherers (H-1C-M2) 26. Discuss the climatic changes and human modifications of the physical environment that gave rise to the domestication of plants and animals and new sources of clothing (H-1C-M2) H-1C-M3: identifying the major characteristics of early 27. Locate and describe the major river systems and discuss the physical settings that civilizations in Mesopotamia, Egypt, and the Indus valley supported permanent settlement and early civilizations in Mesopotamia, Egypt, China, and the Indus valley (H-1C-M3) 28. Describe the major characteristics of early river valley civilizations (H-1C-M3)

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H-1C-M4: tracing the development and expansion of 29. Describe how early river civilizations influenced the development of other cultures agricultural societies and the emergence of new states through trade and cultural diffusion (H-1C-M4) 30. Describe the development of agricultural societies and individual communities in Southwest Asia, the Mediterranean basin, and temperate Europe, including the role of plow technology (H-1C-M4) H-1C-M5: analyzing the political, social, and cultural 31. Identify the effects of migration and militarization on the politics and social fabric of consequences of population movements and militarization in Europe and Asia (H-1C-M5) Europe and Asia 32. Analyze the origins and influence of the Hittite, Minoan, and Mycenaean civilizations (H-1C-M5) H-1C-M6: discussing and giving examples of technological 33. Explain the significance of the introduction of iron tools and weapons in Southwest and cultural innovation and change Asia and the Mediterranean region (H-1C-M6) 34. Explain the significance of Phoenician trade in the Mediterranean basin (H-1C-M6) 35. Identify forms of writing developed in early civilizations and discuss how written records changed political, legal, religious, and cultural life (H-1C-M6) H-1C-M7: describing the classical civilizations and examining 36. Describe the development of the Greek city-states, the cultural achievements of their interactions and influences Athens, and the impact of Alexander the Great’s conquests (H-1C-M7) 37. Explain the sharing of ideas, goods, and services through trade between the Greek and Roman civilizations, and the influence of those civilizations on other cultures (H-1C-M7) 38. Describe and compare/contrast the key characteristics of classical civilizations (e.g., Greek, Roman, Persian, Chinese) (H-1C-M7) H-1C-M8: describing and comparing the emergence of major 39. Identify the major new religions and relate them to the empires that emerged in the religions and large-scale empires in the Mediterranean basin, Mediterranean Basin, China, and India (i.e., Christianity, Hinduism, Buddhism, China, and India Islam) (H-1C-M8) 40. Compare and contrast the major religions in terms of leaders, key beliefs, and location (H-1C-M8)

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H-1C-M9: tracing the expansion of major religions and 41. Trace the spread of major religions and cultural traditions (e.g., the migration of cultural traditions and examining the impact on civilizations in Jews, spread of Christianity, expansion of Islamic rule) (H-1C-M9) Europe, Asia, and Africa 42. Identify the effect that the major religions have had on European, Asian, and African civilizations (H-1C-M9) H-1C-M10: analyzing the political, social, and cultural 43. Describe the changes and developments brought about by the emergence and developments and changes that resulted from the rise and fall collapse of major empires/kingdoms in Europe, Asia, Africa, and the Americas prior of empires and kingdoms in Europe, Asia, Africa, and the to A.D. 1000 (H-1C-M10) Americas 44. Describe major events, key figures, and social structure of the Early Middle Ages (e.g., the fall of Rome, Charlemagne, feudalism) (H-1C-M10) H-1C-M11: analyzing the cultural and economic impact of the 45. Identify effects of exploration and trade on the economic and cultural development interregional system of communication and trade that of Europe, Africa, and Asia prior to 1500 (H-1C-M11) developed among the peoples of Europe, Asia, and Africa 46. Explain how communication among regions was accomplished between AD 1000 to 1500 (H-1C-M11) H-1C-M12: explaining the developments and events that led 47. Explain how and why Europe changed politically, socially, culturally, or to the political, social, cultural, and economic transformation economically during the period of intensified hemispheric interactions (H-1C-M12) of Europe 48. Describe the major contributing factors that led to the Renaissance (H-1C-M12) 49. Describe the major contributing factors that would lead to the Reformation (H-1C-M12) H-1C-M13: describing the development and expansion of complex societies and empires in the Americas H-1C-M14: explaining the political, cultural, and economic 50. Explain the major social, economic, political, and cultural features of European, developments and trends of major world regions that resulted African, and Asian societies that stimulated exploration and colonization in the transformation of societies in the 15th through the mid- (H-1C-M14) 18th centuries 51. Identify major technological developments in shipbuilding, navigation, and naval warfare, and trace the cultural origins of various innovations (H-1C-M14) 52. Describe the major achievements of the early Renaissance in Europe, including the impact of innovations in printing (H-1C-M14)

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H-1C-M15: determining and discussing the impact of the political, agricultural, and industrial revolutions on societies around the world H-1C-M16: describing the transformation of world societies that occurred during an era of global trade and Western domination H-1C-M17: identifying the causes and worldwide consequences of major 20th century conflicts H-1C-M18: identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world D. Louisiana History There are no Grade-Level Expectations for Benchmarks in Grade Six for this substrand.

GLE Handbook Page 39 February 2004 SEVENTH GRADE INTRODUCTION

Seventh Grade The Grade-Level Expectations for grade 7 focus on U.S. History, from its beginning through the Reconstruction. Building on their study of early America in grade 5, students learn about the American Revolution, the early Republic, and the causes, course, and aftermath of the Civil War. Students also continue to apply and expand their historical thinking skills. The secondary focus of grade 7 is Civics, as early U.S. History provides a rich context for the study of government. Students are expected to deepen their knowledge of such core documents as the Declaration of Independence and the U.S. Constitution, as well as the rights and responsibilities of citizens. Students are also expected to learn about the role of political parties, how change is effected in a democratic society, and U.S. foreign policy and international relations. Economics concepts are imbedded throughout the study of U.S. history, including the role of mercantilism in colonial America, the impact of technological advances, and the sectionalism leading to the Civil War. Students’ geographic knowledge and skills will be applied throughout their study of the development of the United States.

GLE Handbook Page 40 February 2004 STANDARDS, BENCHMARKS, AND GRADE-LEVEL EXPECTATIONS

SEVENTH GRADE

SOCIAL STUDIES

Geography—Physical and Cultural Systems: Students develop a spatial understanding of Earth’s surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. A. The World in Spatial Terms Benchmarks Grade-Level Expectations G-1A-M1: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies G-1A-M2: interpreting and developing maps, globes, graphs, 1. Analyze various types of maps, charts, graphs, and diagrams related to U.S. history charts, models, and databases to analyze spatial distributions (G-1A-M2) and patterns G-1A-M3: organizing and displaying information about the location of geographic features and places by using mental mapping skills B. Places and Regions G-1B-M1: explaining and analyzing both the physical and 2. Explain how physical features and climate affected migration, settlement patterns, human phenomena associated with specific places, including and land use in the United States through 1877 (G-1B-M1) precipitation and settlement patterns G-1B-M2: identifying and describing significant physical 3. Identify and describe significant physical features that have influenced U.S. features that have influenced historical events historical events (e.g., Ohio River Valley in the American Revolution) (G-1B-M2) G-1B-M3: identifying criteria used to define regions and explaining how and why regions change

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G-1B-M4: describing and explaining how personal interests, 4. Explain ways in which goals, cultures, interests, inventions, and technological culture, and technology affect people’s perceptions and uses of advances have affected perceptions and uses of places or regions in the United States places and regions (G-1B-M4) C. Physical and Human Systems G-1C-M1: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment G-1C-M2: identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region G-1C-M3: describing the characteristics and patterns of 5. Explain patterns of rural/urban migration and the positive and negative consequences human settlement in different regions of the world and of urban development in the United States (G-1C-M3) analyzing the impact of urbanization G-1C-M4: analyzing types, patterns, and effects of human 6. Identify selected racial, ethnic, and religious groups that settled in the United States migration over time and explain the political, cultural, and economic reasons for immigration (G-1C-M4) G-1C-M5: tracing local and worldwide patterns of cultural diffusion and analyzing their causes and effect G-1C-M6: comparing historical and contemporary patterns of 7. Compare the interdependence of Great Britain and the American colonies to the economic interdependence global economy today (G-1C-M6) G-1C-M7: explaining how cooperation and conflict among 8. Explain how cooperation and conflict affected the changing political boundaries of people contribute to the political divisions on Earth’s surface the United States to 1877 (e.g., Missouri Compromise) (G-1C-M7) D. Environment and Society G-1D-M1: analyzing and evaluating the effects of human actions upon the physical environment G-1D-M2: explaining and giving examples of how 9. Explain how the different physical environments in the American North and South characteristics of different physical environments affect human led to different economic activities (G-1D-M2) activities

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G-1D-M3: analyzing the worldwide distribution and utilization of natural resources G-1D-M4: identifying problems that relate to contemporary geographic issues and researching possible solutions

Civics—Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship. A. Structure and Purposes of Government Benchmarks Grade-Level Expectations C-1A-M1: explaining major ideas about why governments are 10. Explain and evaluate the major purposes of government (C-1A-M1) necessary and evaluating competing positions on the purposes government should serve C-1A-M2: describing the essential characteristics of various 11. Explain the meaning of the term federalism (C-1A-M2) systems of government 12. Distinguish between various forms of government (e.g., monarchy, totalitarian) and describe their characteristics and organization (C-1A-M2) C-1A-M3: explaining how the powers of the government are 13. Explain how separation of powers limits government and describe the U.S. distributed, shared, and limited by the United States and government system of checks and balances (C-1A-M3) Louisiana constitutions 14. Identify the powers of the U.S. federal government and the powers it shares with state governments according to the U.S. Constitution (C-1A-M3) C-1A-M4: explaining the purposes of state constitutions and describing the relationship of state constitutions to the federal constitution C-1A-M5: describing the organization and major 15. Identify the structure and powers of the three branches of the federal government, the responsibilities of local, state, and national governments limits of those powers, and key positions within each branch (C-1A-M5)

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C-1A-M6: identifying government leaders and representatives 16. Identify qualifications and terms of office for elected officials at the national level at the local, state, and national levels and explaining their (C-1A-M6) powers and the limits on their powers 17. Identify current government leaders at the national level (C-1A-M6) 18. Describe the powers/responsibilities and limits of power for government officials at the national level (C-1A-M6) C-1A-M7: explaining the importance of law in the American 19. Explain how a bill becomes law at the federal level (C-1A-M7) constitutional system and applying criteria to evaluate rules 20. Examine a given law or court ruling and evaluate it based on given criteria (e.g., and laws Dred Scott decision) (C-1A-M7) C-1A-M8: explaining how public policy is formed, debated, and carried out at local, state, and national levels C-1A-M9: explaining the necessity of taxes and describing the purposes for which tax revenues are used C-1A-M10: identifying and evaluating different types of taxes 21. Evaluate a type of tax in an historical context (e.g., Stamp Act, Tea Tax) (C-1A-M10) B. Foundations of the American Political System C-1B-M1: explaining the essential ideas and historical origins 22. Identify problems the United States faced after the American Revolution that led to of American constitutional government the writing of the U.S. Constitution (C-1B-M1) 23. Compare and contrast the Articles of Confederation with the U.S. Constitution (C-1B-M1) 24. Identify the roles of the Continental Congress and the Great Compromise in forming the American constitutional government and the federal union (C-1B-M1) 25. Identify the arguments of the Federalists and Anti-Federalists (C-1B-M1) 26. Explain how historical English documents, such as the Magna Carta and the English Bill of Rights, influenced American democracy (C-1B-M1) 27. Explain how ancient governments influenced American democracy and culture (C-1B-M1)

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C-1B-M2: identifying and describing the historical 28. Describe historical experiences and factors that defined, influenced, and helped experiences and the geographic, social, and economic factors shape American political culture (C-1B-M2) that have helped to shape American political culture C-1B-M3: explaining the meaning and importance of basic 29. Define and explain the ideas expressed in the Mayflower Compact and the principles of American constitutional democracy as reflected Declaration of Independence (C-1B-M3) in core documents 30. Explain the principles of government embodied in the U.S. Constitution (C-1B-M3) C-1B-M4: analyzing the ways in which political and social 31. Analyze methods used to institute change or resolve social conflict in U.S. history conflict can be peacefully resolved (e.g., War of 1812, states’ rights theory) (C-1B-M4) C-1B-M5: analyzing democratic processes used to institute 32. Explain how changes are made in a democratic society (C-1B-M5) change C-1B-M6: analyzing the importance of political parties, 33. Describe the role of political parties in the American political system (C-1B-M6) campaigns, and elections in the American political system C. International Relationships C-1C-M1: describing how the world is organized politically 34. Describe political divisions of the world (nation-states) (C-1C-M1) and explaining the means by which nation-states interact 35. Explain various processes/strategies nations use to interact (C-1C-M1) C-1C-M2: explaining the formation, implementation, and 36. Explain how U.S. foreign policy is formed and carried out (C-1C-M2) impact of United States foreign policy C-1C-M3: identifying types of foreign policy issues, using 37. Identify types of foreign policy issues with reference to current and historical current and historical examples examples (e.g., Middle East conflicts) (C-1C-M3) D. Roles of the Citizen C-1D-M1: explaining the meaning of citizenship and the 38. Identify the qualifications or requirements for U.S. citizenship, including requirements for citizenship and naturalization in the United naturalization (C-1D-M1) States C-1D-M2: identifying the rights and responsibilities of 39. Explain the importance of various rights and responsibilities of citizenship to the citizens and explaining their importance to the individual and individual or to society at large (e.g., Bill of Rights) (C-1D-M2) to society

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C-1D-M3: discussing issues involving the rights and 40. Explain issues involving rights and responsibilities of individuals in American responsibilities of individuals in American society society (e.g., rights of individuals with disabilities, responsibility to pay taxes) (C- 1D-M3) C-1D-M4: describing the many ways by which citizens can organize, monitor, and help to shape politics and government at local, state, and national levels C-1D-M5: communicating the importance of knowledge to competent and responsible political participation and leadership

GLE Handbook Page 46 February 2004 STANDARDS, BENCHMARKS, AND GRADE-LEVEL EXPECTATIONS

E-1A-M6: describing the essential differences in the production and allocation of goods and services in traditional, command, and market systems E-1A-M7: describing the various institutions, such as business firms and government agencies, that make up economic systems E-1A-M8: differentiating among various forms of exchange and money E-1A-M9: using economic concepts to help explain historic 41. Use economic concepts (e.g., supply and demand, interdependence) to explain and contemporary events and developments Mercantilism and describe its role in British colonization and the conflict between the thirteen American colonies and Great Britain (E-1A-M9) B. Individuals, Households, Businesses, and Governments E-1B-M1: explaining the role of supply and demand in a competitive market system E-1B-M2: explaining the factors that affect the production and distribution of goods and services E-1B-M3: explaining the difference between private and public goods and services E-1B-M4: identifying the costs and benefits of government policies on competitive markets E-1B-M5: identifying different types of taxes and user fees and predicting their consequences E-1B-M6: determining the reasons for trade between nations, 42. Identify U.S. exports and imports that contributed to the U.S economic identifying costs and benefits, and recognizing the worldwide interdependence with Europe and other parts of the world during the eighteenth and interdependence that results nineteenth centuries (E-1B-M6) E-1B-M7: describing historical and economic factors that have contributed to the development and growth of the national, state, and local economies

GLE Handbook Page 47 February 2004 STANDARDS, BENCHMARKS, AND GRADE-LEVEL EXPECTATIONS

C. The Economy as a Whole There are no Grade-Level Expectations for Benchmarks in Grade 7 of this substrand.

History—Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world. A. Historical Thinking Skills Benchmarks Grade-Level Expectations H-1A-M1: describing chronological relationships and patterns 43. Construct a timeline of key events and key figures in U.S. history from 1763 to 1877 (H-1A-M1) 44. Interpret a timeline to identify cause-and-effect relationships among events in U.S. history (H-1A-M1) H-1A-M2: demonstrating historical perspective through the 45. Explain the point of view of key historical figures and groups in U.S. history political, social, and economic context in which an event or (H-1A-M2) idea occurred H-1A-M3: analyzing the impact that specific individuals, 46. Explain the causes, effects, or impact of a given historical event in U.S. history ideas, events, and decisions had on the course of history (H-1A-M3) 47. Explain how a given historical figure influenced or changed the course of U.S. history (H-1A-M3) H-1A-M4: analyzing historical data using primary and 48. Compare and contrast two primary sources related to the same event in U.S. history secondary sources (H-1A-M4) H-1A-M5: identifying issues and problems from the past and 49. Propose and defend an alternative course of action to a given issue or problem in evaluating alternative courses of action U.S. history (H-1A-M5) H-1A-M6: conducting research in efforts to answer historical 50. Conduct historical research using a variety of resources, and evaluate those resources questions for reliability and bias, to answer historical questions related to U.S. history (H-1A-M6)

GLE Handbook Page 48 February 2004 STANDARDS, BENCHMARKS, AND GRADE-LEVEL EXPECTATIONS

B. United States History H-1B-M1: identifying and describing characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450 H-1B-M2: explaining the cultural, ecological, and economic results of early European exploration and colonization H-1B-M3: describing the interactions among Native Americans, early Europeans, and Africans in the Americas H-1B-M4: tracing the emergence of religious freedom and changing political institutions in the English colonies H-1B-M5: analyzing the impact of European cultural, political, and economic ideas and institutions on life in the Americas H-1B-M6: explaining the causes and course of the American 51. Explain the causes, course, and consequences of the American Revolutionary War Revolution and the reasons for the American victory (H-1B-M6) 52. Compare and contrast the strategies and motivations of the Patriots, Loyalists, and British during the American Revolution (H-1B-M6) 53. Explain the role of key figures in the American Revolution (H-1B-M6) H-1B-M7: explaining the impact of the American Revolution 54. Explain how the American Revolution affected the politics, society, and economy of on the politics, society, and economy of the new nation the new nation (H-1B-M7) H-1B-M8: relating the institutions and practices of 55. Describe the issues involved in the creation and ratification of the U.S. Constitution government established during and after the American (H-1B-M8) Revolution to the foundation of the American political system 56. Explain the significance of the Bill of Rights and its specific guarantees (H-1B-M8) 57. Describe major events and issues involving early presidencies (H-1B-M8)

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H-1B-M9: describing the territorial expansion of the United 58. Explain Napoleon’s reasons for selling the Louisiana territory to the United States States and analyzing the effects on relations with Native and the impact of that acquisition (H-1B-M9) Americans and external powers 59. Explain President Madison’s reason for declaring war in 1812, the sectional divisions over the war, and the consequences of the Native American alliance with the British (H-1B-M9) 60. Describe provisions of the Monroe Doctrine and its influence on U.S. foreign relations (H-1B-M9) 61. Explain westward movement of the United States, the changes it created, and its effects on relations with Native Americans (H-1B-M9) 62. Explain Manifest Destiny and its economic, political, social, and religious roots (H-1B-M9) 63. Describe diplomatic and political developments that led to the resolution of conflicts with Britain, Spain, and Russia from 1815 to 1850 (H-1B-M9) 64. Identify the causes, course, and consequences of the Texas War for Independence and the Mexican-American War (H-1B-M9) H-1B-M10: analyzing the changes and regional tensions 65. Describe Jacksonian Democracy, the influence of Jackson on the U.S. political created by Jacksonian democracy, the industrial revolution, system, and Jackson’s Indian Removal Policy (H-1B-M10) increasing immigration, the rapid expansion of slavery, and the 66. Identify major technological developments related to land, water, and transportation westward movement and explain how they transformed the economy, created international markets, and affected the environment (H-1B-M10) 67. Analyze national policies on a protective tariff, a national bank, federally funded improvements (e.g., roads, canals, railroads), and educational and prison reforms (H- 1B-M10) 68. Compare ways of life in northern and southern states and identify factors that caused rapid urbanization and the growth of slavery (H-1B-M10) 69. Identify the causes and explain the effects of new waves of immigration prior to the Civil War (H-1B-M10)

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H-1B-M11: explaining and giving examples of the reform 70. Explain the importance of the Second Great Awakening, the ideas of its principal movements that occurred during the antebellum period and leaders, and how it affected public education, temperance, women’s suffrage, and evaluating their impact on American society abolition (H-1B-M11) 71. Describe fundamental beliefs of abolitionists and compare positions of those who favored gradual versus immediate emancipation (H-1B-M11) 72. Identify the major antebellum reform movements, their leaders, and the movements’ effects on the United States (H-1B-M11) H-1B-M12: describing the causes and course of the Civil War 73. Describe the economic, social, and cultural differences between the North and South, and examining the impact of the war on the American people including the advantages and disadvantages each had at the outbreak of the Civil War (H-1B-M12) 74. Explain the impact of the compromises on the issue of slavery and the Dred Scott decision on increasing tensions between the North and South (H-1B-M12) 75. Explain the immediate and long-term causes of the secession of the Southern states and the outbreak of the Civil War (H-1B-M12) 76. Describe the course of the Civil War, including major turning points and the war’s immediate and long-term impact on the North and the South (H-1B-M12) 77. Explain the purpose, significance, and results of Lincoln’s Emancipation Proclamation (H-1B-M12) 78. Describe provisions of the Thirteenth Amendment and Lincoln’s reasons for advancing it, as well as the purpose and significance of the Fourteenth and Fifteenth Amendments (H-1B-M12) H-1B-M13: comparing and evaluating various reconstruction 79. Describe, compare, and evaluate various reconstruction plans of the post-Civil War plans of the post-Civil War era South (H-1B-M13) 80. Explain the growing conflict between Andrew Johnson and Congress, and the reasons for and consequences of his impeachment and trial (H-1B-M13) 81. Describe the successes and failures of Reconstruction, as well as its impact on the South (H-1B-M13) 82. Explain how the presidential election of 1876 led to the Compromise of 1877 and brought about an end to Reconstruction in the South (H-1B-M13)

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H-1B-M14: describing the impact of industrialization in the United States H-1B-M15: describing the significant economic, political, social, and cultural changes that have occurred in the United States during the 20th century H-1B-M16: identifying the causes and consequences of major world conflicts involving the United States H-1B-M17: describing the impact of the Great Depression and World War II on American society H-1B-M18: discussing significant developments and issues in contemporary United States history C. World History There are no Grade-Level Expectations for Benchmarks in Grade 7 for this substrand. D. Louisiana History There are no Grade-Level Expectations for Benchmarks in Grade 7 for this substrand.

GLE Handbook Page 52 February 2004 EIGHTH GRADE INTRODUCTION

Eighth Grade The Grade-Level Expectations for grade 8 focus on Louisiana History from its beginnings through the present. Students are expected to build on their elementary school knowledge of Louisiana History and to be able to place Louisiana’s past within the context of U.S. and World History learned in grades 5, 6, and 7. Additionally, students learn about state government and its relationship to the federal government. The secondary focus for grade 8 is Economics, for two reasons. First, many of the economic concepts in the benchmarks are developmentally appropriate for eighth graders; secondly, the primary grade 8 focus on Louisiana provides students with a familiar context for applying and understanding economic concepts. Additionally, students are expected to apply geographic information, tools, and concepts to study Louisiana’s past, the role of Louisiana’s natural resources in its development, and the challenges the state faces today.

GLE Handbook Page 53 February 2004 STANDARDS, BENCHMARKS, AND GRADE-LEVEL EXPECTATIONS

EIGHTH GRADE

SOCIAL STUDIES

Geography—Physical and Cultural Systems: Students develop a spatial understanding of Earth’s surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment. A. The World in Spatial Terms Benchmarks Grade-Level Expectations G-1A-M1: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies G-1A-M2: interpreting and developing maps, globes, graphs, 1. Use time zones in the United States or the International Date Line to interpret a map charts, models, and databases to analyze spatial distributions or representation of a globe and calculate current times in different places and patterns (G-1A-M2) 2. Locate major landforms and geographic features, places, and bodies of water/waterways on a map of Louisiana (G-1A-M2) 3. Construct a map based on given narrative information (G-1A-M2) 4. Construct a chart or diagram to display geographical information in an organized way (G-1A-M2) G-1A-M3: organizing and displaying information about the location of geographic features and places by using mental mapping skills B. Places and Regions G-1B-M1: explaining and analyzing both the physical and 5. Describe and analyze the distinguishing physical and/or human characteristics of human phenomena associated with specific places, including Louisiana regions (G-1B-M1) precipitation and settlement patterns

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G-1B-M2: identifying and describing significant physical 6. Describe ways in which location and physical features have influenced historical features that have influenced historical events events in Louisiana and the development of the state (e.g., Mississippi River/swamp in the Battle of New Orleans) (G-1B-M2) G-1B-M3: identifying criteria used to define regions and 7. Explain how or why specific regions are changing as a result of physical phenomena explaining how and why regions change (e.g., changes in the coastal wetlands) (G-1B-M3) 8. Identify and describe factors that cause a Louisiana region to change (e.g., natural occurrences, disasters, migration) (G-1B-M3) G-1B-M4: describing and explaining how personal interests, 9. Explain ways in which goals, cultures, interests, inventions, and technological culture, and technology affect people’s perceptions and uses of advances have affected perceptions and uses of places or regions in Louisiana places and regions (G-1B-M4) C. Physical and Human Systems G-1C-M1: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment G-1C-M2: identifying key demographic concepts and using 10. Analyze the population characteristics and other demographic information about the these concepts to analyze the population characteristics of a United States and Louisiana, including rates of increase/decrease for demographic country or region variables (G-1C-M2) G-1C-M3: describing the characteristics and patterns of 11. Explain why humans settled and formed societies in specific regions or why human settlement in different regions of the world and immigrant groups (e.g., Acadians) settled in specific areas of Louisiana (G-1C-M3) analyzing the impact of urbanization G-1C-M4: analyzing types, patterns, and effects of human migration over time G-1C-M5: tracing local and worldwide patterns of cultural 12. Describe the causes and effects of cultural diffusion and the effects of cultural diffusion and analyzing their causes and effects diversity in Louisiana (G-1C-M5) G-1C-M6: comparing historical and contemporary patterns of 13. Describe factors that contribute to economic interdependence at the local, national, economic interdependence and global level, as related to Louisiana’s past and present (G-1C-M6) G-1C-M7: explaining how cooperation and conflict among people contribute to the political divisions on Earth’s surface

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D. Environment and Society G-1D-M1: analyzing and evaluating the effects of human 14. Analyze, evaluate, and predict consequences of environmental modifications on actions upon the physical environment Louisiana landforms, natural resources, and plant or animal life (G-1D-M1) G-1D-M2: explaining and giving examples of how 15. Analyze the benefits and challenges of the Louisiana physical environments on its characteristics of different physical environments affect human inhabitants (e.g., flooding, soil, climate conducive to growing certain plants) activities (G-1D-M2) G-1D-M3: analyzing the worldwide distribution and 16. Analyze the distribution and uses of Louisiana’s natural resources (G-1D-M3) utilization of natural resources G-1D-M4: identifying problems that relate to contemporary 17. Identify a contemporary Louisiana geographic issue, and research possible solutions geographic issues and researching possible solutions (G-1D-M4)

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C-1A-M4: explaining the purposes of state constitutions and 19. Explain the purposes of state constitutions and describe the relationship of the describing the relationship of state constitutions to the federal Louisiana Constitution to the U.S. Constitution (C-1A-M4) constitution C-1A-M5: describing the organization and major 20. Identify the structure and powers of the three branches of the state government, the responsibilities of local, state, and national governments limits of those powers, and key positions within each branch (C-1A-M5) 21. Describe the various forms of local government in Louisiana (C-1A-M5) C-1A-M6: identifying government leaders and representatives 22. Describe the powers/responsibilities and limits of power for government officials at at the local, state, and national levels and explaining their the local and state levels in Louisiana (C-1A-M6) powers and the limits on their powers 23. Identify qualifications and terms of office for key leaders/representatives at the state and local levels (C-1A-M6) 24. Identify current government leaders at the state, local, and national levels in the United States (C-1A-M6) C-1A-M7: explaining the importance of law in the American 25. Explain how a bill becomes law at the state level (C-1A-M7) constitutional system and applying criteria to evaluate rules 26. List and apply criteria for evaluating rules and laws (C-1A-M7) and laws C-1A-M8: explaining how public policy is formed, debated, 27. Describe ways by which public policies are formed, including the role of lobbyists, and carried out at local, state, and national levels special interest groups, and constituents (C-1A-M8) C-1A-M9: explaining the necessity of taxes and describing the 28. Explain why taxes are needed and purposes for which tax monies/revenues are used purposes for which tax revenues are used (C-1A-M9) C-1A-M10: identifying and evaluating different types of taxes 29. Identify types of taxes collected by the local, state, and federal government (C-1A-M10) 30. Evaluate a type of tax in a historical context (e.g., severance tax) (C-1A-M10) B. Foundations of the American Political System C-1B-M1: explaining the essential ideas and historical origins of American constitutional government C-1B-M2: identifying and describing the historical experiences and the geographic, social, and economic factors that have helped to shape American political culture

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C-1B-M3: explaining the meaning and importance of basic 31. Explain how the Louisiana Constitution reflects the principles of government set principles of American constitutional democracy as reflected forth in the U.S. Constitution (e.g., checks and balance, separation of powers) in core documents (C-1B-M3) C-1B-M4: analyzing the ways in which political and social 32. Describe various peaceful ways of resolving political or social conflicts, including conflict can be peacefully resolved majority vote vs. consensus (C-1B-M4) C-1B-M5: analyzing democratic processes used to institute 33. Analyze how the democratic process has been used to institute change in Louisiana change (C-1B-M5) C-1B-M6: analyzing the importance of political parties, 34. Explain how the U.S. census is used in the political process and how it affects campaigns, and elections in the American political system Louisiana representation in Congress (C-1B-M6) 35. Describe the role of the Electoral College and how Louisiana participates in that system (C-1B-M6) 36. Explain how political parties, campaigns, and elections provide opportunities for citizens to participate in government (C-1B-M6) C. International Relationships C-1C-M1: describing how the world is organized politically 37. Explain the role of nation-states in various alliances and international organizations and explaining the means by which nation-states interact (e.g., NATO, the United Nations, OPEC) and identify effects of their decisions upon Louisiana (C-1C-M1) C-1C-M2: explaining the formation, implementation, and 38. Explain how U.S. foreign policy has affected Louisiana (e.g., tariffs, NAFTA) impact of United States foreign policy (C-1C-M2) C-1C-M3: identifying types of foreign policy issues, using current and historical examples D. Roles of the Citizen C-1D-M1: explaining the meaning of citizenship and the requirements for citizenship and naturalization in the United States C-1D-M2: identifying the rights and responsibilities of 39. Identify individual rights guaranteed in the Louisiana Constitution (C-1D-M2) citizens and explaining their importance to the individual and to society

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C-1D-M3: discussing issues involving the rights and responsibilities of individuals in American society C-1D-M4: describing the many ways by which citizens can 40. Describe ways by which citizens can organize, monitor, or influence government and organize, monitor, and help to shape politics and government politics at the local, state, and national levels (C-1D-M4) at local, state, and national levels C-1D-M5: communicating the importance of knowledge to 41. Explain the importance of being an informed citizen on public issues, recognizing competent and responsible political participation and propaganda, and knowing the voting issues (C-1D-M5) leadership

Economics—Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world. A. Fundamental Economic Concepts Benchmarks Grade-Level Expectations E-1A-M1: describing how the scarcity of resources 42. Analyze situations involving scarcity (limited resources) at the individual, group, and necessitates decision making at both personal and societal societal levels to determine the need for choices or what is gained/lost by a decision levels (E-1A-M1) E-1A-M2: analyzing consequences of economic decisions in 43. Explain how effective economic decisions (e.g., determining the best level of terms of additional benefits and additional costs consumption) require comparing the additional costs of alternatives with additional benefits (E-1A-M2) E-1A-M3: analyzing the consequences and opportunity cost of 44. Explain choice/trade-offs, cost/benefits, and opportunity costs related to making economic decisions personal economic decisions (E-1A-M3) E-1A-M4: analyzing the role of specialization in the economic 45. Analyze the role of specialization in Louisiana’s economy (E-1A-M4) process

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E-1A-M5: giving examples of how skills and knowledge 46. Use a variety of resources to research education and training for jobs and careers increase productivity and career opportunities (E-1A-M5) 47. Cite examples of how skills/knowledge and technical training increase personal productivity and career opportunities, and which skills/knowledge would enhance particular career prospects (E-1A-M5) E-1A-M6: describing the essential differences in the 48. Characterize and analyze the use of productive resources in an economic system production and allocation of goods and services in traditional, (E-1A-M6) command, and market systems 49. Describe how the four basic economic questions are answered in traditional vs. command vs. market economies (E-1A-M6) E-1A-M7: describing the various institutions, such as business 50. Describe institutions (e.g., banks, government agencies, large companies, small firms and government agencies, that make up economic businesses) that make up economic systems (E-1A-M7) systems E-1A-M8: differentiating among various forms of exchange and money E-1A-M9: using economic concepts to help explain historic 51. Use economic concepts (e.g., scarcity, opportunity cost) to explain historic and and contemporary events and developments contemporary events and developments in Louisiana (E-1A-M9) B. Individuals, Households, Businesses, and Governments E-1B-M1: explaining the role of supply and demand in a 52. Explain how supply and demand affect prices (E-1B-M1) competitive market system E-1B-M2: explaining the factors that affect the production and 53. Explain and analyze factors affecting production and allocation of goods/services in distribution of goods and services Louisiana and the United States (E-1B-M2) E-1B-M3: explaining the difference between private and 54. Explain the difference between private goods/services and public goods/services and public goods and services give examples of each (E-1B-M3) E-1B-M4: identifying the costs and benefits of government 55. Identify the costs and benefits of a given government policy (e.g., trade agreements, policies on competitive markets minimum wage) on a competitive market (E-1B-M4) E-1B-M5: identifying different types of taxes and user fees 56. Identify various types of taxes and user fees and predict their consequences (E-1B- and predicting their consequences M5)

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E-1B-M6: determining the reasons for trade between nations, 57. Explain reasons for trade between nations and the impact of international trade (E- identifying costs and benefits, and recognizing the worldwide 1B-M6) interdependence that results E-1B-M7: describing historical and economic factors that have 58. Describe historical and economic factors influencing the economic growth, contributed to the development and growth of the national, interdependence, and development of Louisiana and the nation (e.g., mass state, and local economies production, oil boom and decline) (E-1B-M7) C. The Economy as a Whole E-1C-M1: explaining the meaning of economic indicators that 59. Explain the meaning of various economic indicators that help describe the state of an help to describe economies economy (e.g., GDP, CPI, stock market indices, rate of unemployment or inflation) (E-1C-M1) E-1C-M2: describing the influences of inflation, 60. Define inflation and unemployment in terms of an economic system as a whole (E- unemployment, and underemployment on different groups of 1C-M2) people 61. Describe the influence/impact of inflation or unemployment on different groups of people (e.g., consumers, business owners) (E-1C-M2)

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H-1A-M3: analyzing the impact that specific individuals, 65. Analyze the causes, effects, or impact of a given historical event in Louisiana (H-1A- ideas, events, and decisions had on the course of history M3) 66. Analyze how a given historical figure influenced or changed the course of Louisiana’s history (H-1A-M3) H-1A-M4: analyzing historical data using primary and 67. Analyze given source material to identify opinion, propaganda, or bias (H-1A-M4) secondary sources 68. Interpret a political cartoon (H-1A-M4) H-1A-M5: identifying issues and problems from the past and 69. Propose and defend potential solutions to past and current issues in Louisiana (H- evaluating alternative courses of action 1A-M5) H-1A-M6: conducting research in efforts to answer historical 70. Conduct historical research using a variety of resources, and evaluate those questions resources, to answer historical questions related to Louisiana history (H-1A-M6) B. U.S. History There are no Grade-Level Expectations for Benchmarks in Grade Eight for this substrand. C. World History There are no Grade-Level Expectations for Benchmarks in Grade Eight for this substrand. D. Louisiana History H-1D-M1: describing the contributions of people, events, 71. Describe major early explorers and explorations significant to Louisiana or early movements, and ideas that have been significant in the history settlers in Louisiana (H-1D-M1) of Louisiana 72. Describe leaders who were influential in Louisiana’s development (H-1D-M1) 73. Describe and explain the importance of major events and ideas in the development of Louisiana (H-1D-M1) 74. Describe the causes and effects of various migrations into Louisiana (H-1D-M1) 75. Describe the contributions of ethnic groups significant in Louisiana history (H-1D- M1) H-1D-M2: tracing the development of the various 76. Trace and describe various governments in Louisiana’s history (H-1D-M2) governments that have been established in Louisiana throughout its history

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H-1D-M3: identifying and discussing the major conflicts in 77. Describe major conflicts in context of Louisiana history (e.g., Rebellion of 1768, the Louisiana’s past French and Indian War) (H-1D-M3) H-1D-M4: locating and describing Louisiana’s geographic 78. Describe and analyze the impact of Louisiana’s geographic features on historic features and examining their impact on people past and present events, settlement patterns, economic development, etc. (H-1D-M4) 79. Explain how Louisiana’s natural resources have shaped its history (e.g., petroleum) (H-1D-M4) H-1D-M5: tracing the development and growth of Louisiana’s 80. Trace the state’s economic development and growth toward economic diversity (e.g., economy throughout history fur trade, tourism, technology) (H-1D-M5) H-1D-M6: examining folklore and describing how cultural 81. Explain cultural elements that have shaped Louisiana’s heritage (e.g., festivals, elements have shaped our state and local heritage music, dance, food, languages) (H-1D-M6)

GLE Handbook Page 63 February 2004 GLOSSARY

SOCIAL STUDIES GLOSSARY

Absolute Chronology Chronology is the sequencing of events by time, from earliest to most recent. Absolute chronology is the sequencing of events according to the exact date (day, month, and/or year) that an event occurred.

Atmosphere The several layers of gases that surround Earth and separate our planet from space.

Biosphere The part of Earth and its atmosphere in which plant or animal life exists or is possible.

Capital Resources One of three types of resources, natural, human, and capital, used in the production of goods and services. Capital resources are human-made products, such as tools, equipment, buildings, and machines that are used to produce other goods and services.

Cardinal Directions The four primary points on the compass: north, south, east, and west.

Choice/Trade-off An economic choice requires choosing among alternatives. The result of making a choice is that something is given up to get something else. The result of a choice is a trade-off.

Command Economy An economic system in which the government regulates the economy and answers the four basic economic questions (i.e., “what to produce,” “how to produce,” “how much to produce,” and “for whom to produce”). In a command economy, the central government or authority determines both supply and price.

Complements Goods or services that are usually consumed or used together (e.g., hot dogs/hot dog buns). A change in demand for one complement causes a similar change in demand for the other complement. Also known as complementary goods.

Concurrent Powers Powers that may be exercised by both the national (federal) government and state governments (e.g., the power to tax).

Consumer A person who satisfies a want or need by buying or using a good or service.

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Cost/Benefit All predicted costs weighed against the predicted benefits of an economic choice. The process and outcome of weighing costs and benefits is known as cost/benefit analysis.

Culture, Elements of Cultural elements include the customary beliefs, social forms, and material traits of a racial, religious, or social group. These elements may be spread from group to group through direct and indirect contact. See also cultural diffusion.

Cultural Diffusion The process of spreading cultural elements (e.g., music, religious beliefs/practices, clothing) from society to society through indirect or direct contact among groups.

Cultural Diversity The variety of human cultures represented in a specific group, institution, or region.

Delegated Powers Powers granted to the national (federal) government under the U.S. Constitution, including expressed and implied powers, as enumerated in Articles I, II and III (e.g., declaring war).

Demographic Variables The statistical data variables of a population (e.g., age, gender, income, location, employment, education).

Demographics The characteristics or statistical data of a population as classified by age, gender, income, location, employment, or education.

Division of Labor The division of an entire production process into a number of simpler tasks, each one of which is undertaken by a different individual who typically specializes in one task. See also specialization.

Economic Institution Any institution that has evolved in a market economy to help individuals and/or groups accomplish their goals. Banks, labor unions, corporations, legal systems, and not-for-profit organizations are examples of economic institutions that are essential to a market economy.

Equilibrium Point The price when the supply of goods matches demand. Also known as equilibrium price.

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European Union (EU) An economic and political association of European countries founded by the Treaty of Rome in 1957 as a common market for six nations. It was known as the European Community until January 1, 1994, and is currently comprised of 15 European countries—Austria, Belgium, Denmark, Finland, France, Germany, Great Britain, Greece, Ireland, Italy, Luxembourg, the Netherlands, Portugal, Spain, and Sweden. The EU’s goals are a single market for goods and services without any economic barriers, and a common currency—the euro— with one monetary authority.

Federalism A form of political organization in which governmental power is divided among a central government and territorial subdivisions (e.g., states, or provinces).

Five Themes of Geography, The Location (position on Earth's surface), region (the basic unit of geographic study), place (the human and physical characteristics that give meaning and character to a place and distinguish it from other places), movement (humans interacting on Earth), and human/environment interaction (the positive and negative effects of people interacting with their surroundings).

G8 The G8 (Group of Eight) is comprised of the heads of state/government of the major industrialized democracies who meet annually to deal with international trade and other economic and political issues facing their nations or the international community as a whole. The meetings began in 1975 with a Group of Six (France, Germany, Great Britain, Italy, Japan, and the United States). Canada joined in 1976; Russia became a full participant in 1998.

Goods and Services A good is an object, such as a toy, a box of cereal, or a computer, that can be used to satisfy a person’s want or need. A service, such as waiting on a table or providing dental care, is an action that can be used to satisfy a person’s want or need.

Human Characteristics In geography, features or patterns of features on Earth’s surface created by humans.

Human Resources One of three types of resources, natural, human, and capital, used in the production of goods and services. Human resources are people, such as teachers, truck drivers, and factory workers, who work to produce goods or provide services.

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Human Systems The processes, patterns, and functions of human settlement, structures, and competition for control of Earth’s surface.

Hydrosphere The water realm of Earth, which includes water contained in the oceans, lakes, rivers, ground, snowfields, glaciers, and water vapor in the atmosphere.

Implied Powers Powers that are not specifically enumerated for the national (federal) government, but are “implied” in Article I, Section 8, Clause 18 of the U.S. Constitution. This clause, also known as the elastic clause, or the necessary and proper clause, gives Congress the authority to "make all laws which shall be necessary and proper for carrying into execution the foregoing powers and all other powers vested by the Constitution in the government of the United States, or in any department or officer thereof." An early example of Congress exercising its implied powers was the establishment of a national bank in 1791.

Inflation An increase in the general level of prices consumers pay for goods and services. This is equivalent to a fall in the value or purchasing power of money. The Consumer Price Index is a common measure of inflation.

Interdependence The situation which occurs when individuals and businesses rely on each other for production of goods or providing services to satisfy wants and needs due to specialization or division of labor. See also division of labor, specialization.

Intermediate Directions The points on the compass that fall between the four primary points (north, south, east, and west). The intermediate directions are northeast, northwest, southeast, and southwest.

International Monetary Fund An international financial organization that was established in 1946 to stabilize the international monetary system. It manages the global financial system and provides loans to its member states to help alleviate balance of payments problems. Part of its mission is to help countries that experience serious economic difficulties. In return, the countries who are helped are obliged to enact certain reforms, such as privitization.

Laws Regulations that are issued and enforced by a government or other authority and that bind every member of society.

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Limited Government A government in which a constitution, statement of rights, or other laws define the limits of those in power. Everyone, including all authority figures, must obey the laws. The United States has a limited government with powers delegated to different branches of government by the U.S. Constitution and its amendments.

Lithosphere The uppermost portion of the solid Earth, including the soil, land, and geologic formations.

Market Economy An economic system in which individuals answer the four basic economic questions (i.e., “what to produce,” “how to produce,” “how much to produce,” and “for whom to produce”) based on supply, demand, and prices. This economic system is also known as free enterprise, and has the following characteristics: private ownership of goods and the factors of production, freedom of individuals to make economic choices, the use of prices to allocate resources, and a limited economic role for government.

Mental Map A map that represents the mental image a person has of an area. A mental map includes geographic features and spatial relationships, as well as a person's perceptions and attitudes regarding the place. Also known as a cognitive map.

Mercantilism An economic doctrine/system prevalent in Europe from the 16th century to the mid-18th century. This doctrine held that the economic interests of a nation could be strengthened by tariffs, increased foreign trade, monopolies, and a balance of exports over imports. This economic doctrine influenced the British attitude and policies towards its American colonies (i.e., the colonies were held for the economic benefit of the mother country).

Migration The process of people moving to a new place with the intent of staying at the destination permanently or for a relatively long period of time.

Militarization Act of assembling and putting into readiness for war or other emergency.

NAFTA The North American Free Trade Agreement which was signed by the United States, Canada, and Mexico in 1992 and became effective on January 1, 1994. It created a free trade zone among the three countries and immediately removed trade barriers and tariffs on most goods. Certain tariffs on such goods as textiles and automobiles were planned to be gradually eliminated over a 15-year timetable.

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Nation A nation is a group of people sharing aspects of their language, culture, religion, and/or ethnicity (e.g., Cherokee Nation). A nation may exist within more than one state (i.e., across political boundaries). The term nation is sometimes applied to a group of people organized under a single government, country, or to the government of a sovereign state. See also nation-state.

Nation-State Often refers to a political unit of people living in a defined territory, with government authority in their economy, political organization, and external security. Thus, the term nation-state is often used interchangeably with the term state. However, nation-state more properly refers to a state in which a single nation (i.e., group of people sharing aspects of their language, culture, religion, and/or ethnicity) is dominant. See also nation.

Natural Disasters Calamitous events resulting in great material damage, loss, and distress. They are the result of natural phenomena such as floods, hurricanes, tornadoes, earthquakes, etc.

Natural Resources One of three types of resources, natural, human, and capital, used in the production of goods and services. Natural resources are not made by humans. They are found in and on Earth, such as water, oil, and trees.

Opportunity Cost The value of the next best (second best) alternative that must be given up when a choice is made.

Patterns of Land Use The societal patterns of exploiting the land for agricultural, industrial, residential, or other purposes.

Physical Characteristics In geography, traits that are used to describe the natural environment of a place. Physical characteristics may be related to climate, vegetation, soil, landform, or body of water.

Physical Systems Physical processes that shape Earth’s surface and interact with plant and animal life to create, sustain, and modify ecosystems.

Primary Sources Documents produced by a person who participated in or observed an event, or artifacts, such as photographs produced by a person who lived during the time period being studied.

Producer A person or business that uses resources to make goods or provide services.

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Productivity The relationship between input (workers, machines, materials, and capital) and output (goods and services), e.g., the number of loaves of bread a particular bakery can make in a single day.

Profit The amount of money left over after all of the costs of production have been paid (revenues minus costs).

Region An area of Earth that has physical or human characteristics that make it distinctive from other areas.

Relative Chronology Chronology is the sequencing of events by time, that is from earliest to most recent. Relative chronology is the sequencing of events, individuals, or time periods in relation to each other (e.g., which came first). Relative chronology does not rely on knowing the exact date (day, month, and/or year) that an event occurred.

Relative Location A position that is described solely in relation to another position(s); where a place is in relation to other places.

Reserved Powers The powers not delegated to the national (federal) government by the U.S. Constitution, nor prohibited to the states. These powers are reserved to the states (e.g., creating a school system) or the people.

Risk In economics, risk is the potential loss when a choice is made. For example, in choosing to finance the production of a good, there is the risk that product sales will not generate sufficient revenues to cover production expenses.

Rural Areas Areas that are sparsely settled and are distinct from more densely populated urban and suburban areas. Rural areas are also distinct from unsettled, or wilderness, areas.

Scarcity The condition that occurs when there are not enough resources (goods and services) to satisfy wants and needs.

Secondary Sources Summaries or interpretations of historical events produced by people who did not observe or participate in the events.

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Specialization At a broad level, specialization means the production of a limited variety of goods or services by a business, region, or nation. At an individual level, specialization usually refers to a worker who produces only one part of a final product, rather than producing the entire product (e.g., an autoworker who only installs engines in automobiles). There may also be specialization within providing services (e.g., one person may sort the mail and another may deliver it). See also division of labor.

Substitutes Goods or services that can be used or consumed interchangeably (i.e., they satisfy the same want). Also known as substitute goods.

Suburban Area A residential, or largely residential, area located on the outskirts of a city.

Supply and Demand Supply is the quantity of a good or service that producers are willing and able to offer for sale at various prices at any given time. Demand is the quantity of a good or service that consumers are willing and able to buy at various prices at any given time. These two forces combined result in the law of supply and demand: more will be bought at lower prices and less at higher prices, and more will be produced at higher prices than will be produced at lower prices.

Technology A broad and encompassing term that includes any tool, instrument, machine, system, or process that humans develop to solve human problems and/or assist in living in or managing the physical environment.

Topography The shape or configuration of Earth’s surface, including relief and position of natural and human-made features.

Trade-off See choice/trade-off.

Traditional Economy An economic system in which customs, habits, and religious beliefs determine how the four basic economic questions (i.e., “what to produce,” “how to produce,” “how much to produce,” and “for whom to produce”) are answered. In a traditional economy most goods and services are produced by and for a family, with little surplus for sale or barter.

Unemployment In economic terms, the measure of the number of workers that want to work but do not have jobs.

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Unlimited Government A government in which control is held solely by the ruler and his or her appointees, and there are no limits imposed on the ruler’s authority.

Urban Area A geographical area constituting a city or town.

World in Spatial Terms, The Refers to understanding and interpreting the world in terms of geographic representations.

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